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Scott Nancarrow

RSA Animates - YouTube - 0 views

www.youtube.com/watch

school differentiation mindset praise process

shared by Scott Nancarrow on 07 Sep 16 - No Cached
  • Scott Nancarrow on 07 Sep 16
     
    10 minute animated Carol Dweck video about growth/fixed mindsets and how praising process yields different results from praising intelligence.
Scott Nancarrow

How to Respond to Kids With ADHD Who Lie | Expert Corner - 0 views

www.understood.org/...it-happens-and-what-you-can-do

kids adhd how to lies differentiation

shared by Scott Nancarrow on 08 Sep 16 - No Cached
  • kids with ADHD may tell lies as a part of their ADHD symptoms
  • You can preempt a lot of lies by guiding the conversation and asking the right questions.
  • asking a child to think before you allow him to answer may help you sort out intentional lies from impulsive responses.
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  • By letting a child know the consequences, you can help them think through his response
  • Keep in mind when you are a child with ADHD and get in trouble, it’s easy to get caught up in untruths. Helping kids become more able and willing to tell the truth is critical for them as they move into adolescence and adulthood
  • Scott Nancarrow on 08 Sep 16
     
    Strategies for sorting intentional lies from impulsive responses.
Scott Nancarrow

Toxic Stress and SPD, Dr. Jamie Chaves, OTD, OTR/L, SWC - Dr. Jamie Chaves, OTD, OTR/L - 0 views

sites.google.com/...toxic-stress-and-spd

OT stress sensory processing differentiation

shared by Scott Nancarrow on 08 Sep 16 - No Cached
  • Stress isn’t necessarily a bad thing—it can mobilize us and allow us to function well.
  • our bodies and brains are designed to handle small amounts of stress.
  • “toxic stress” and it has a myriad of negative implications for the body, brain, emotions, and relationships. Examples include inattention, poor emotional control, decreased memory, difficulty learning, poor frustration tolerance, irritable bowel syndrome, and even a compromised immune system.
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  • children with SOR experience a stress response on a more frequent and more intense basis.  And, they can remain in elevated states of stress for longer periods of time than neurotypical children.
  • what happens when we cannot habituate to the unimportant sensory stimuli
  • Our brain must integrate all of this input in order to determine the most important stimuli or information to attend to in order to socially engage and function in the situation. This requires our brainstem to receive all the sensory information from our nerves and our amygdala, and to interpret whether or not the sensory information is a threat.  When the brain works the way it’s supposed to, sensory stimuli that is not important is filtered out
  • After several exposures to those negative situations the brain begins to anticipate the threat, thereby heightening the stress response even more. They cannot be “talked through” the situation or “reasoned with” because access to the higher, thinking, cognitive cortex has been blocked by the stress response.
  • Because it is impossible to control all sensory-related aspects of the environment, children with SOR can present as highly anxious, controlling, withdrawing, or with acting out behaviors-- all of which are responses to repeated, elevated stress
  • Children must be in a state of regulation, or optimal arousal, or what we can call “tolerable stress” before they have the capacity to learn, develop new skills, and try novel activities.
  • Changing the way the neurological system responds to incoming sensory stimuli, however, takes time—usually 6-12 months of ongoing therapy. In the meantime, it is important that parents, educators, relatives, and other professionals recognize that acting out behaviors may actually be a sensory-related stress response, and the child may need support, soothing through co-regulation, and intervention instead of behavioral interventions or punitive responses.
  • Caregivers and professions can also be more aware of scenarios that cause stress in children with sensory overresponsiveness and take steps to decrease the intensity of those sensory experiences to prevent a toxic stress load.  
  • Scott Nancarrow on 08 Sep 16
     
    Brief blog post by Dr. Chaves (who works at the Center for Connection in Pasadena) on the topic of Sensory and Stress. Heavy on the language of Occupational Therapy, but good perspective for anyone and everyone
Jill Bergeron

How Listening and Sharing Help Shape Collaborative Learning Experiences | MindShift | K... - 0 views

ww2.kqed.org/...aborative-learning-experiences

collaboration Listening Learning Reflection sharing joint attention small group work group work

shared by Jill Bergeron on 13 Sep 16 - No Cached
  • In school, getting people to share can be difficult. Learners may be diffident, or they may not have good strategies for sharing. Children often do not know how to offer constructive criticism or build on an idea. It can be helpful to give templates for sharing, such as two likes and a wish, where the “wish” is a constructive criticism or a building idea.
    • Jill Bergeron
      Jill Bergeron on 13 Sep 16
       
      Template for young children to follow when giving feedback.
  • listening and sharing as cooperative techniques can alleviate frustration and, more importantly, allow group learning to surpass what would be possible by a single student (Slavin, 1995).
  • when students collaborate on class assignments, they learn the material better (we provide examples below). Ideally, small group work can yield both better abilities to cooperate and better learning of the content.
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  • Visual attention provides an index of what people are thinking about.
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

bias decision making evaluation teacher evaluation differentiation self-efficacy independence cold calling classroom management exit ticket formative assessment

shared by Jill Bergeron on 13 Sep 16 - No Cached
  • professionals often make decisions that deviate significantly from those of their peers, from their own prior decisions, and from rules that they themselves claim to follow… Where there is judgment, there is noise – and usually more of it than you think.”
  • In a school, if a principal consistently gives harsher punishments to boys than girls for the same infractions, that is bias, but if she often gives harsher punishments to students just before lunchtime, that’s noise.]
  • A noise audit works best when respected team members create a scenario that is realistic, the people involved buy into the process, and everyone is willing to accept unpleasant results and act on them.
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  • The challenge, say the authors, is designing classroom observations that provide valid data on what’s happening day to day in classrooms, make meaningful distinctions among teachers, provide teachers with useful feedback, and support helpful, high-quality professional development.
  • To accomplish these important goals, several challenges need to be addressed: -   Quality assurance of supervisors’ observation and coaching skills; -   Achieving a reasonable degree of inter-rater reliability among supervisors; -   A rubric with research-based criteria for classroom instruction; -   The conceptual difficulty of capturing complex classroom dynamics in a rating instrument; -   Getting an accurate sampling of each teacher’s work; -   Giving fair evaluations to teachers working with different types of students
  • Addressing the tendency of principals to “go easy” on some teachers to keep the peace and/or avoid the hard work of following up on critical evaluations (are outside observers and/or multiple observers necessary to get truly objective data on teachers?).
  • I would suggest two more questions: First, are classroom visits announced or unannounced? If researchers don’t gather data on this, they are missing an important variable in the reliability of teacher assessment – teachers are likely to put on an especially good lesson when they know they’re being observed. Second, are teacher-evaluation rubrics used to score individual classroom visits, which is conceptually very difficult, or as end-of-year summations of multiple classroom visits with feedback conversations through the year?
  • Tomlinson and other proponents suggest that teachers differentiate by content (what is taught), process (how it’s taught), and product (how students are asked to demonstrate their learning).
  • students learn better, they said, when the work is at the right level of difficulty, personally relevant, and appropriately engaging.
  • trying to assess a teacher’s work asking, Is it differentiated? runs the risk of missing the forest for the trees. Better, says Marshall, to ask two broader questions (tip of the hat to Rick DuFour): -   What are students supposed to be learning? -   Are all students mastering it?
  • Good lesson plans build in multiple entry points, using the principles of Universal Design for Learning to make learning accessible to as many students as possible, and have clear goals; thoughtful task analysis; chunked learning; teaching methods appropriate to the content; links to students’ interests and experiences; checks for understanding; and accommodations for students with special needs.
  • a major factor in student success is a set of in-the-moment moves that effective teachers have always used, among them effective classroom management; knowing students well; being culturally sensitive; making the subject matter exciting; making it relevant; making it clear; taking advantage of visuals and props; involving students and getting them involved with each other; having a sense of humor; and nimbly using teachable moments.” But equally important is checking for understanding – dry-erase boards, clickers, probing questions, looking over students’ shoulders – and using students’ responses to continuously fine-tune teaching.
  • Timely follow-up with these students is crucial – pullout, small-group after-school help, tutoring, Saturday school, and other venues to help them catch up.
  • Among the most important life skills that students should take away from their K-12 years,” says Marshall, “is the ability to self-assess, know their strengths and weaknesses, deal with difficulty and failure, and build a growth mindset. Student self-efficacy and independence should be prime considerations in planning, lesson execution, and follow-up so that students move through the grades becoming increasingly motivated, confident, and autonomous learners prepared to succeed in the wider world.”
  • cold-calling actually increases students’ voluntary participation. “Cold-calling encourages students to prepare more and to participate more frequently,” said one researcher. “The more they prepare, and the more frequently they participate, the more comfortable they become when participating.”
  • If we don’t encourage students to come out of their shells for fear of putting them on the spot, we may be doing them a disservice… You’re curious about their views and their understanding of the issues being discussed. What they think is important – both to their own learning and to that of their peers.”
  • Drawing on two decades of data from the National Center for Educational Statistics, the authors found that between 1998 and 2010, the reading readiness gap closed by 16 percent and the math gap by 10 percent. The black-white and the Hispanic-white gaps also narrowed by about 15 percent.
  • the gaps closed because of rapid progress by low-income children, not declines in the readiness of high-income children, and the gains persisted at least through fourth grade.
  • What brought about the early reading and math gains? The authors believe several factors contributed: • The availability of high-quality, publicly funded preschool programs – the percent of U.S. 4-year-olds enrolled in state-funded preschools has increased from 14 to 29 percent from 2000. • The fact that more families are investing in books and other reading matter for children, as well as Internet access and computer games focused on reading and math skills. • More parents are spending quality time with children, taking them to local libraries, and engaging in learning activities at home.
  • Jill Bergeron on 13 Sep 16
     
    "In This Issue: 1. "Noise" in decision-making 2. Are classroom observations accurate measures of teachers' work? 3. A different way of thinking about differentiation 4. A professor changes his mind about cold-calling 5. Close reading of challenging texts in middle school 6. Good news about the rich-poor gap in kindergarten entry skills 7. On-the-spot assessment tools 8. Short items: The Kappan poll"
Jill Bergeron

Formative Assessment Models: Help Students Master CTE Standards - 1 views

blog.aeseducation.com/...formative-assessment-models

formative assessment differentiation exit ticket PBL

shared by Jill Bergeron on 14 Sep 16 - No Cached
  • Jill Bergeron on 14 Sep 16
     
    This site offers different types of formative assessments as well as a list of tech tools that can facilitate them. Scroll down past the video for both resources.
Jill Bergeron

8 Basic Steps Of Project-Based Learning To Get You Started - - 0 views

www.teachthought.com/...ect-based-learning-get-started

pbl

shared by Jill Bergeron on 14 Sep 16 - No Cached
  • Jill Bergeron on 14 Sep 16
     
    This article includes helpful graphics and good questions for getting teachers started with PBL.
Jill Bergeron

6 ways to bolster STEM education for the future | eSchool News - 0 views

www.eschoolnews.com/...-bolster-stem-education-future

shared by Jill Bergeron on 20 Sep 16 - No Cached
  • Recent results from the National Assessment of Educational Progress, for example, show that 43 percent of white students and 61 percent of Asian students score at the proficient level in eighth-grade math, compared to 19 percent of Hispanic students and 13 percent of black students. Eighth-grade students with disabilities and students eligible for free or reduced-price lunch scored nearly 30 points below their peers in science and mathematics; English learners scored nearly 40 and 50 points below their peers in these two subjects.
    • Jill Bergeron
      Jill Bergeron on 20 Sep 16
       
      These stats point to a real disparity among diverse groups of students.
Jill Bergeron

6 ways to bolster STEM education for the future | eSchool News - 0 views

www.eschoolnews.com/...2

stem STEAM

shared by Jill Bergeron on 20 Sep 16 - No Cached
  • analysts predict that over the next five years, major American companies will need to add to their workforce a total of nearly 1.6 million employees versed in STEM: 945,000 who possess basic STEM literacy and 635,000 who demonstrate advanced STEM knowledge. Other data suggest that at least 20 percent of U.S. jobs require a high level of knowledge in at least one STEM field, according to the report.
  • Accessible learning activities that invite intentional play and risk.
  • Flexible and inclusive learning spaces. Teachers and students need flexibility in structures, equipment and access to materials in both the classroom and the natural world, as well as environments augmented by virtual and technology-based platforms.
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  • Educational experiences that include interdisciplinary approaches to solving “grand challenges.”
  • Innovative and accessible measures of learning.
  • Societal and cultural images and environments that promote diversity and opportunity in STEM.
  • Jill Bergeron on 20 Sep 16
     
    This article summarizes a report that stipulates there will be an increased demand for STEM professionals over the next 10 years. It offers six broad ideas about how to bolster STEM education.
Jill Bergeron

Why making, coding, and online learning are the real trends to watch | eSchool News - 0 views

www.eschoolnews.com/...ine-learning-real-trends-watch

coding making AI

shared by Jill Bergeron on 20 Sep 16 - No Cached
  • By contrast, the report’s short-term developments, online learning and makerspaces, have a distinct yesterday’s news vibe about them. But make no mistake, they still hold some of the biggest long-term promise in the report.
  • six trends, six challenges, and six so-called important developments.
  • Take online learning and makerspaces for example, which are now expected to find their way into even more classrooms during the next year.
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  • In the next year, coding as literacy and students as creators are listed as two major drivers. Are the panelists trying to tell us that some combination of physical-digital making is likely in our short-term future?
  • It’s not hard to envision individual elements, such as makerspaces or even coding, losing steam over the next few years as new technologies and trendy teaching styles enter the conversation. But it’s much harder to imagine student creation disappearing entirely.
  • Certainly coding and content creation are currently driving tech adoption in schools, and will likely continue to do so for the foreseeable future. Assuming that holds true, collaborative and deeper learning (the trends expected to drive tech adoption for the next three to five years) appear a natural progression as schools look to capitalize on the creative mindsets they’ve helped foster.
Jill Bergeron

Pediatricians Change Their Recommendations About Screen Time | Parents - 0 views

www.parents.com/...ommendations-about-screen-time

parent CATIE parenting screen time

shared by Jill Bergeron on 20 Sep 16 - No Cached
  • Jill Bergeron on 20 Sep 16
     
    Nine recommendations from the American Academy of Pediatricians about children and screen time.
Jill Bergeron

Valuing and responding to resistance to change - The Learner's Way - 0 views

thelearnersway.net/...onding-to-resistance-to-change

resistance change innovation management admin

shared by Jill Bergeron on 20 Sep 16 - No Cached
  • For education at present we face a deluge of reports that the pace of change shall only accelerate and its scale become more absolute.
  • The resistor is that person or even group of people who are seen by advocates of change to be habitually irrational and averse to change.
  • Input to the change and the agency that comes with having input may allow the change to be embraced more readily.
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  • For teachers who are strongly committed to providing quality pedagogy poorly articulated change agendas can fail to meet their criteria for a change that would deliver enhanced learning for their students.
  • Resistance to change is more likely to be the norm where the change is mandated externally or from management without consultation with those who must implement the change.
  • 'When we start with “why,” we enter the realm of purpose.  While everyone resents new requirements imposed on their day-to-day practices — which is the realm of “what” — people welcome conversations of purpose.’
  • When the situation is reversed and input is sought, understanding grows from the purpose of the change towards the co-construction of a solution.
  • With no clarity on the ‘why’ and without motivation resistance to change is almost inevitable even in situations where the change could otherwise be seen as positive.
  • Too many organisations are clear on what they do but miss the important first step of clarifying why they do what they do.
  • It is perceived as an aspect of their personality, a response to their fear of change, an irrational reaction rather than a considered response to the change or its representation.  Rather than trying to understand the rationality of the decision to resist attributions are made that this is typical behaviour from that individual and that in time they will get on board with the change. This reference from Ford et al (p366) touches on the effect of this response ‘By dismissing this scrutiny as resistance, change agents not only miss the opportunity to provide compelling justifications that help recipients make the cognitive reassessments required to support change but also increase the risk of inoculating recipients against future change’.
  • The forces for motivation are described as purpose, autonomy and mastery. Purpose comes from being a part of something that matters,
  • Autonomy requires that individuals have opportunities to determine how they will engage with the work that they do
  • Mastery is the sense that the individual can achieve high levels of competence in doing what they do and again this is not possible without individual input to the process.
  • When an organisation is clear on its why change can be driven from within the organisation as all team members are able to envision pathways that are in keeping with the ‘why'. Understanding of the organisation’s ‘why’ allows for diffuse decision making without loss of direction.
  • "An alternative to relying on hierarchy for change is to identify and make allies of local influencers, the people who, regardless of position or functional role, have a disproportionate amount of local influence."
  • Rather than mandating change and hoping it will stick identifying the right people in an organisation to play a part in developing and then implementing a change initiative is crucial.
  • Somewhere in the middle are those who have a reputation for adopting change based on considered evaluations of the affordance it brings and these are the ones with the most significant influence on a change’s longer term survival.
  • The voice of the resistor may not be what change agents wish to hear but it is a voice they should heed if the very best outcome is to be achieved.
  • Jill Bergeron on 20 Sep 16
     
    This post summarizes a HBR article on how organizations can better consider the view point of a change-resistor so that when changes are rolled out, they are better received.
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

www.marshallmemo.com/issue.php

empathy management leadership gratitude generosity evaluation check-in collaboration parent-teacher conferences PLC English poetry math election 2016

shared by Jill Bergeron on 20 Sep 16 - No Cached
  • “While people usually gain power through traits and actions that advance the interests of others, such as empathy, collaboration, openness, fairness, and sharing, when they start to feel powerful or enjoy a position of privilege, those qualities begin to fade.”
  • Behaviors like these undermine leaders’ effectiveness by depressing the performance of those around them, and are ultimately self-defeating.
  • power puts us in something like a manic state, making us feel expansive, energized, omnipotent, hungry for rewards, and immune to risk – which opens us up to rash, rude, and unethical actions.” But it turns out that simply being aware of those feelings – “Hey, I’m feeling as if I should rule the world right now” – and monitoring impulses to behave inappropriately helps keep those behaviors in check.
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  • When Keltner works with up-and-coming executives, he counsels them to remember and repeat the virtuous behaviors that helped them rise in the first place and develop three essential practices: empathy, gratitude, and generosity.
  • To practice empathy: -   Ask a question or two in every interaction, showing genuine interest in the subject. -   Paraphrase important points made by others. -   Listen with gusto, orienting your body and eyes toward the person speaking and verbally showing interest and engagement. -   When someone comes to you with a problem, don’t jump right to judgment and advice but say something like, “That’s really tough” or “I’m sorry.” -   Before a meeting, take a moment to think about the person you’ll be with and what’s happening in his or her life.
  • The alternative mindset is that people can grow professionally and managers can change the way people perform through effective coaching, management, and intrinsic rewards like personal development and making a difference.
  • “From Silicon Valley to New York, and in offices across the world, firms are replacing annual reviews with frequent, informal check-ins between managers and employees.”
  • One observer called the traditional performance evaluation a “rite of corporate kabuki” that restricted creativity, generated mountains of paperwork, and served no real purpose. It was also an incentive to put off bad news until the end of the year, at which point both manager and employee may have forgotten what the problem was.
  • There’s one more reason: once-a-year reviews focus on past performance rather than encouraging current work and grooming talent for the future.
  • To practice gratitude: -   Make thoughtful thank-yous a part of how you communicate with others. -   Send colleagues specific and timely e-mails or notes of appreciation for a job well done. -   Publicly acknowledge the value that each person contributes to the team, including support staff. -   Use the right kind of touch – pats on the back, fist bumps, high-fives – to celebrate success. • To practice generosity: -   Seek opportunities to spend a little one-on-one time with people you lead. -   Delegate some important and high-profile responsibilities. -   Give praise generously. -   Share the limelight – give credit to all who contribute to the success of your team and your organization.
  • employees, especially recent college graduates, learn faster from frequent, detailed feedback from mentors and superiors. Second, companies realized they needed to be agile to survive and thrive in the competitive, ever-changing marketplace and real-time performance monitoring and feedback led to more rapid adaptations. And third, managers saw that teamwork was key to innovation and productivity and moving from forced annual ranking to frequent individual accountability was more conducive to teamwork and better results.
  • Studies of the workplace show that the time employees spend helping others is as important to their evaluations and chances of promotion as how they do their jobs. And Grant’s own research on “givers” (who enjoy helping others) and “takers” (who are focused on coming out ahead) shows that givers consistently achieve better results.
  • on the most difficult part of his exams – the multiple choice section – if a student was unsure of an question, he or she wrote down the name of another student who might know the answer – like asking for a lifeline on “Who Wants to Be a Millionaire.” If the classmate had it right, they both earned points; one person’s success also benefited a classmate. Grant reports that this made a big difference – more students joined study groups, the groups pooled their knowledge, and the class’s average score went up 2 percentage points compared to the previous year. Why? Because one of the best ways to learn something is to teach it to someone else, and that’s what was going on in the groups.
  • There was something else going on in the lifeline idea: transactive memory, or knowing who knows best and taking advantage of their knowledge. It’s easier to get help if you know where to look.
  • In this Chronicle of Higher Education article, Ellen Boucher (Amherst College) says the “pressure of perfection” is causing lots of stress for students in their teens and twenties, contributing to the rising suicide rate in this age bracket.
  • The burden of multiple obligations can seem insurmountable.”
  • Sociologists have shown that students from less-privileged backgrounds often have trouble understanding the unwritten rules of college life – the so-called hidden curriculum… [A]sking a professor for an extension doesn’t always come naturally. It might not even occur to them as an option.”
  • all students can elect to take a two-day grace period on any paper, with no questions asked.
  • “Since changing my policy, I’ve seen higher-quality work, less anxiety, and fewer cases of burnout.
  • Rebrand. A more inviting name for these perennial meetings is “progress conferences.” This is more positive and doesn’t seem to exclude foster parents and guardians.
  • Finesse the childcare issue. “To pay a babysitter to watch your three younger siblings so a parent can attend a conference is not going to happen,” says Ohio high-school teacher Allison Ricket. She invites parents to bring along other children and provides crayons and paper in an area at the back of her classroom where they can entertain themselves during conferences.
  • Accommodate. Some parents need an interpreter (children shouldn’t be asked to translate) and support with disabilities.
  • Change the dynamic. It makes a difference if a teacher sits side by side with family members and doesn’t hold a clipboard or pad of paper; open hands suggest an open mind.
  • Involve students. Progress conferences are much more helpful when students are at the table reporting on their progress, challenges, and goals. Advisory group meetings focus on preparing students to lead parent conferences and lobby their parents to attend.
  • • Listen. “Parents usually come in having an idea of what they want to talk about, so I like to be open and ready for whatever they need,” says Ricket. Although she has students’ grades and portfolios on hand, she lets parents go first and is careful to empathize with any concerns they have.
  • “mathematics is better taught when everyone shares in consistent language, symbols and notation, models and schema, and rules that support developing learners. The idea behind this comprehensive agreement is not unlike a schoolwide behavior management policy – whereby children hear the same phrases, share identical expectations, and experience practices that are common and consistent year after year across classrooms and throughout the school.”
  • Language – Moving from less conceptual language – borrowing, carrying, reducing fractions, the “Ring around the Rosie” property – to more mathematically appropriate language – regrouping, simplifying fractions to the lowest terms.
  • Symbols and notation – For example, writing fractions with a slanted bar 3/8 may confuse students who think the bar is the numeral 1 and think it’s 318.
  • Models and schema
  • Number lines or graphics should be consistent through the grades, for example, a graphic showing two parts next to one whole.
  • Rules
  • “This unified approach is particularly helpful for students who struggle,” conclude Karp, Bush, and Dougherty, “as it provides a recognizable component to new content. Additionally, all learners in a school can make connections among ideas in a unified and collaborative culture that promotes stronger learning in mathematics.”
  • Jill Bergeron on 20 Sep 16
     
    "Online Resources for Teaching About the Presidential Campaign             In this article in Education Week, Madeline Will shares five free classroom resources for teaching and discussing this year's election: -   Letters to the Next President 2.0 www.letters2president.org - Students' letters to the 45th president will be published by PBS member station KQED and the National Writing Project. -   Teaching Tolerance Election 2016 Resources www.tolerance.org/election2016 - These include a civility contract, civic activities, and PD webinars. -   iCivics www.icivics.org/election_resources_2016 - Materials on the basics of democracy, with an interactive digital game in which students manage their own presidential campaign. -   C-Span Classroom www.c-spanclassroom.org/campaign-2016.aspx - Primary sources with historical and contemporary video clips and related discussion questions, handouts, and activity ideas. -   Join the Debates www.jointhedebates.org - Curriculum materials for collaborative discussions on issues in the campaign and debates.   "Educators Grapple with Election 2016" by Madeline Will in Education Week, September 14, 2016 (Vol. 36, #4, p. 1, 12-13), www.edweek.org "
Jill Bergeron

Disseminating Displays by @mrnickhart - UKEdChat.com - 0 views

ukedchat.com/...inating-displays-by-mrnickhart

empathy displays posters curation room design

shared by Jill Bergeron on 21 Sep 16 - No Cached
  • Displays should serve three functions.  Firstly, they should act as memory prompts for the knowledge, concepts, and ways of communicating and thinking that children are currently learning or have been learning. 
  • displays should set a standard for the extent of knowledge and the quality of work expected of children. 
  • Thirdly, they should make the classroom an inviting place that stimulates interest in the subject content to be learned
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  • With the sheer amount of content that children are expected to learn, it can be tempting to plaster every inch of wall space with some sort of display.  This is a mistake.  Children can only attend to so much from the environment around them before working memory is overloaded.
  • Jill Bergeron on 21 Sep 16
     
    Practical advice on using displays in the classroom.
Jill Bergeron

As if being 12-years-old wasn't hard enough, a new study confirms many schools make it ... - 0 views

qz.com/...ny-schools-make-it-even-harder

middle school research k-8

shared by Jill Bergeron on 21 Sep 16 - No Cached
  • They found being in a K-8 school, where kids were top dogs for longer created a better learning environment, marked by less bullying, and better academic results.
  • “Top dogs are less likely to report bullying, fights, and gang activity and more likely to report feeling safe and welcome in school than bottom dogs due to their top dog status. In contrast, bottom dogs report higher rates of bullying, fighting, and gang activity and lower rates of safety and belonging than top and middle dogs.”
  • According to Guido Schwerdt, from the University of Konstanz and Martin R. from the Harvard Graduate School of Education, students moving from elementary to middle school suffer a sharp drop in student achievement in the year they move, which persists through tenth grade (transitions to high school in ninth grade cause a smaller one-time drop in achievement, but the effect does not persist).
  • Jill Bergeron on 21 Sep 16
     
    The K-8 model seems to be more supportive of middle school students than the 6-8 model.
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